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  • 151.
    Thörne, Karin
    et al.
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för biologi.
    Gericke, Niklas
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för biologi.
    Teachers talk in the classroom: Connecting geneswith traits2012Konferansepaper (Fagfellevurdert)
  • 152.
    Thörne, Karin
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Teacher-student dialogue in the classroom: does it support students in learning the language of genetics?Manuskript (preprint) (Annet vitenskapelig)
  • 153.
    Thörne, Karin
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper.
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper.
    Teaching genetics in secondary classrooms: a linguistic analysis of teachers’ talk about proteins2014Inngår i: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 44, nr 1, s. 81-108Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This study investigates Swedish biology teachers’ inclusion of proteins when teaching genetics in grade nine (students 15-16 years old). For some years there has been a call for the attention of proteins in teaching genetics as a mean of linking the concepts gene and trait. Students are known to have problems with this relation because the concepts belong to different organizational levels. However, we know little about how the topic is taught in the classroom and therefore this case study focus on how four teachers talk about proteins while teaching genetics, and if they use protein as a link between micro and macro level. The four teachers were observed and audio recorded during entire genetics teaching sequences, 45 lessons in total. The teachers’ verbal communication was then analyzed using thematic pattern analysis, which is based in systemic functional linguistics (SFL). The linguistic analysis of teachers’ talk in action revealed great variations in both the extent to which they used proteins in explanations of genetics and the ways they included proteins in the linkage between genes and traits. Two of the teachers used protein as a link between gene and trait, while two did not. Three of the four teachers included instruction about protein synthesis. The common message for all teachers was that proteins are built, but none of the teachers talked about genes as exclusively encoding proteins. Our results show some possible examples of how proteins could be used in teaching genetics at this age level. However, they also suggest that students’ common lack of understanding of proteins as an intermediate link between gene and trait could be explained by shortcomings in the way the subject is taught.

  • 154.
    Thörne, Karin
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper.
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper.
    Hagberg, Mariana
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper.
    Linguistic challenges in Mendelian genetics: teachers' talk in action2013Inngår i: Science Education, ISSN 0036-8326, E-ISSN 1098-237X, Vol. 97, nr 5, s. 695-722Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This study investigates Swedish teachers’ use of language when teaching genetics in grade nine (students 15-16 years old). Mendelian genetics comprises a substantial part of the genetics taught in many classrooms, including the central relation between the gene and trait concepts. This relation has been identified as a significant problem in teaching and learning genetics, but few satisfactory explanations of its difficulty have been suggested. Thus, the primary objective of the study is to reveal how teachers explain and relate gene and trait (i.e. gene function) while teaching Mendelian genetics, in order to shed light on this problem. Four teachers were observed and recorded through a whole sequence of genetic teaching. The empirical data consist of records of their communications during 45 lessons. Their verbal communications were analyzed using a linguistic framework called thematic pattern analysis. The linguistic analysis of teachers’ talk in action revealed that nuances in their spoken language conveyed four major categories of meanings regarding the gene-to-trait relationship: genes control traits, are identified by traits, have traits or are traits.  The results also reveal a common use of an old word, anlag (from the German word Anlage), in the teachers’ references to the meaning of both gene and trait. This study thus highlights several linguistic challenges in the teaching of Mendelian genetics that might affect students’ learning. Moreover, the study exemplifies how a linguistics methodology can be used to investigate science teaching, an approach heavily called for, but rarely used in published empirical studies.

  • 155.
    Thörne, Karin
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Mc Ewen, Birgitta
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för hälsovetenskaper (from 2013).
    Learning epigenetic mechanisms with analogies2019Konferansepaper (Fagfellevurdert)
  • 156.
    Thörne, Karin
    et al.
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för biologi.
    Hagberg, Mariana
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för biologi.
    Gericke, Niklas
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för biologi.
    Learning genetics in school through communication and drama2009Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    This study investigates if and how learning genetics can be promoted with a high degree of communication and the use of drama. Discussions and dialogue is one form of communication, drama could be seen as another. Research has previously shown that drama can be used as a tool to learn genetics. In this case study, a group of sixteen 9th graders in a Swedish lower secondary school were followed through a teaching sequence. The teaching sequence was based on a high degree of communication in the form of dialogues and discussions and on drama in the form of role play and visualization. Semi-structured interviews, audio recorded discussions and vide taped role-plays were used to explore the learning progression. The pupils were found to develop knowledge due to dialogue and discussions in the form of pupil-teacher interactions, but not pupil-pupil interactions. Drama as a tool to visualize biological processes was found to be useful for pupils understanding. Furthermore, the participants learned about genetics in preparation for a role play, but they did not develop new understanding in the moment of playing. Overall, the use of communication and drama in teaching genetics can promote pupils learning.

  • 157.
    Thörne, Karin
    et al.
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för biologi.
    Hagberg, Mariana
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för biologi.
    Gericke, Niklas
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för biologi.
    Teachers’ talk aboutgenetics: how do they explain the central concepts and make connections betweenthe micro- and macro-levels?2010Konferansepaper (Fagfellevurdert)
  • 158.
    Treagust, David
    et al.
    Curtin University, Perth, Australia.
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper.
    Learning Biology with Multiple Representations2013Konferansepaper (Fagfellevurdert)
  • 159.
    Wahlberg, Sara
    et al.
    Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Avdelningen för kemi och biomedicinsk vetenskap.
    Gericke, Niklas
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för biologi.
    Clusters of concepts in the protein synthesis: A study of Swedish upper secondary science students' reasoning2009Konferansepaper (Fagfellevurdert)
  • 160.
    Wahlberg, Sara
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörs- och kemivetenskaper (from 2013).
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Conceptual Demography in Upper Secondary Chemistry and Biology Textbooks' Descriptions of Protein Synthesis: A Matter of Context?2018Inngår i: CBE - Life Sciences Education, ISSN 1931-7913, E-ISSN 1931-7913, Vol. 17, nr 3Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This study investigates how the domain-specific language of molecular life science is mediated by the comparative contexts of chemistry and biology education. We study upper secondary chemistry and biology textbook sections on protein synthesis to reveal the conceptual demography of concepts central to the communication of this subject. The term "conceptual demography" refers to the frequency, distribution, and internal relationships between technical terms mediating a potential conceptual meaning of a phenomenon. Data were collected through a content analysis approach inspired by text summarization and text mining techniques. Chemistry textbooks were found to present protein synthesis using a mechanistic approach, whereas biology textbooks use a conceptual approach. The chemistry texts make no clear distinction between core terms and peripheral terms but use them equally frequently and give equal attention to all relationships, whereas biology textbooks focus on core terms and mention and relate them to each other more frequently than peripheral terms. Moreover, chemistry textbooks typically segment the text, focusing on a couple of technical terms at a time, whereas biology textbooks focus on overarching structures of the protein synthesis. We argue that it might be fruitful for students to learn protein synthesis from both contexts to build a meaningful understanding.

    Fulltekst (pdf)
    fulltext
  • 161.
    Wahlberg, Sara
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörs- och kemivetenskaper (from 2013).
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörs- och kemivetenskaper (from 2013).
    Descriptions of the protein synthesis in upper secondary biology and chemistry textbooks – An educational data mining approach2016Konferansepaper (Fagfellevurdert)
  • 162.
    Walan, Susanne
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Barnens universitet - Intresseskapande STEM-aktivitet?2016Konferansepaper (Fagfellevurdert)
  • 163.
    Walan, Susanne
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Gericke, Niklas
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Factors from informal learning contributing to the children's interest in STEM: experiences from the out-of-school activity called Children's University2019Inngår i: Research in Science & Technological Education, ISSN 0263-5143, E-ISSN 1470-1138, s. 1-21Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Background: Previous studies have investigated effects of out-of-school STEM activities aimed at stimulating children's interest in science with positive results. However, research has not discussed the reasons why such activities are successful. Purpose: In this study, we address this gap by investigating which factors children themselves identified as interesting when they visited events at an out-of-school activity named The Children's University. Sample: Children aged 8-12 participated in the study. Altogether, there were 353 children involved in the data collection. Design and methods: A mixed method design was used, including a questionnaire and semi-structured interviews in which children's self-reported experiences were collected. Likert scale questions in the questionnaire were analysed based on descriptive statistics. The open-ended questions and data from the interviews were categorized by content analysis and analytically interpreted through 'the Ecological framework for understanding learning across places and pursuits'. Results: The children were positive about their visit, and these utterances could mainly be related to the development of the individuals' interest and knowledge according to the Ecological framework. We identified two new factors influencing student's interest in STEM in out-of-school activities: appreciating the spectacular and learning; verifying two factors of importance previously suggested in the literature: appreciating the content and the learning environment. Conclusions: The study highlights the specific factors the children actually appreciated from their visits to out-of-school activities, which could be of interest for stakeholders arranging different kinds of STEM events promoting informal learning. The content in the activities is important as well as spectacular features. To have the opportunity to learn something new in an environment that is conducive to learning is also of importance for children.

    Fulltekst (pdf)
    Walan2019
  • 164.
    Walan, Susanne
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för matematik och datavetenskap.
    Mc Ewen, Birgitta
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för hälsovetenskaper.
    Gericke, Niklas
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper.
    Enhancing primary science: An exploration of teachers' own ideas of solutions to challenges in inquiry- and context-based teaching2016Inngår i: Education 3-13, ISSN 0300-4279, E-ISSN 1475-7575, Vol. 44, nr 1, s. 81-92Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Studies of inquiry- and context-based science education (IC-BaSE) have shown that teachers find these approaches problematic. In this study, 12 primary school teachers’ reflections on challenges related to IC-BaSE are explored. The aim of the study was to investigate which challenges primary teachers experience when working with IC-BaSE and how these may be solved. Group discussions and individual portfolios were used for data collection. Content analysis showed that the challenges teachers experienced were mainly practical relating to: how to find contexts, lack of time, handling big classes, students working at different paces, handling materials, and the teachers' need of control. The teachers also presented their own ideas of solutions to the challenges.

1234 151 - 164 of 164
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